Rebecka Scott, Abilene Christian U
“Holistic Revision Instead of Afterthought Editing”
connecting rhetoric, composition, and WC theories to editing and publishing
incorporation of scaffolding and peer review, becoming increasingly aware of writing process
would not recognize term re-writing
instead revision and editing separated in classroom
useful for helping explain: re-envision
also we ignore editing as a recursive process
many comp students do not understand rewriting as a complex stage of writing
initial steps of evaluation
writing considered linear. Writing still linear. Comp studies, though, it is recursive.
Rhetoric for Writing Teachers, Lindemann
Not separate stages. Instead, the writers are prewriting, writing, and editing during the experience.
Defines rewriting as including revising and editing. These tasks are separate but equally relevant for rewriting. (RS includes proofreading)
Wants to draw rewriting back into the end. Revision isn’t the last stage of composing.
Lack of connection between revision and editing. More space given to revision than editing.
Revision supersedes term rewriting.
Editing = final check for formatting
Looked at various freshman composition textbooks on topic.
Rewriting is part of the writing process.
Books don’t show how they are cyclical. Books don’t even use language consistency.
Emphasis of one over the other in classroom can influence students.
Students are most concerned with grammar.
Organization and syntax matter.
Essentially the same act with a different focus.
Limited research on best way to teach these.
Realign by evaluating language we use
Engage in discussion of recursive
Editing as a purposeful task of rewriting
Evaluate the purpose of rewriting as presented in textbook
Rewriting may be one element of the text that can be supplemented
Being aware of what may be lacking in our textbooks is essential for success.
Have language discussion even if confusing for students.
Part of the recursive writing.
Students are not receiving consistent presentation.
Many profs avoid. Students are unfamiliar with terms and have negative experiences.
These discussions can lead to better understanding.
Give adequate time to editing, revision, and rewriting.
This re-enforces that revising, editing, and proofreading are unimportant and part of the end-process only.
Notes from CCTE 2016: Teaching Strategies